On The Differences Between The "New Curriculum Standards" And "Syllabus" NMET Papers

With the further development of the world economy and globalization, thefunction of English becomes more important and some related examinations havecome into being. NMET is the most important test in our country. In recent years, theclassification and analysis of NMET test papers become numerous which have effectson the reformation of the test. The final destination of English teaching is to cultivatestudents’ applied abilities in communication. Information delivery and informationacceptance are the two aspects of communication. The former includes speaking andwriting and the latter covers listening and reading. Speaking and listening are of theoral communication while reading and writing belong to written communication.Listening, speaking, reading and writing are the four aspects of English learningwhich are also the four expressions of English abilities. The Education Department isdoing reformation to cultivate the full-development of speaking, listening, reading andwriting within NMET.A lot of provinces, districts and municipalities, according to their own teachingideas and traits, have reformed their NMET papers and the change is obvious. The testpapers of the New Curriculum Standards and Syllabus have their own features withmany differences. This paper lists the differences of the two formats from two aspects,one is general differences and the other is detailed differences.The thesis paper consists of five chapters. The first chapter presents a briefdescription of the related content of the two test papers. The second chapter isliterature review. The third chapter describes the materials for investigation, themethods to be adopted, and the procedure of the study. The fourth chapter is theanalysis of the materials, making a detailed differentiation of the two types of testpapers. In general, the two tests are different in format, content, vocabulary, andgrades allocation. The last chapter is the conclusion of the findings from theinvestigation.Based on the theories of the two kind’s test papers, the author distinguishes thetwo types of tests in detail and illustrates their characteristics and properties, whichwould shed light on the road of teaching development and which are also expected toprovide a foundation with specific data for further studies. The comprehensiveclassification and systematic conclusion have been conducted under a theoreticguidance. Therefore, the research has a conclusion to the actual situation which canserve as reference to the research and curriculum reformation afterwards.